ACTIVITY REPORT

For the entire period of project implementation

LINGUISTIC SKILLS IN L3 AND MULTICULTURAL IDENTITY – LINGUISTIC

INTEGRATION VARIABLES OF ROMANIAN STUDENTS IN IMMIGRATION

CONTEXTS

Code: PN-II-RU-TE-2014-4-2335

No. of Contract: 364/01.10.2015

In the period October 2015 – December 2015, the research team that implements the

project Linguistic skills in L3 and multicultural identity – linguistic integration

variables of Romanian students in immigration contexts attained the objectives

outlined in the research plan concerning the elaboration and establishment of the

theoretical framework for the concept of learning an L3, for various cross-linguistic

influence manners among trilingual speakers and for the concept of linguistic identity

among multilingual students. Hence, the team members conducted the following

activities, pursuant to the project plan:

Scientific literature review;

Theoretical reflections leading to the elaboration of the linguistic instrument

in Romanian for the Catalan and Romanian contexts.

In order to accomplish these activities, the team members organized numerous

meetings in order to determine the representative bibliography in the field of

linguistic skills in L3 and of multicultural identity, an aspect to be studied thoroughly

in the subsequent period. At the same time, the external team members facilitated the

access to specialty titles on the topic of the project. After these regular scientific

counselling meetings, a working perspective developed between the team members

concerning the theoretical concepts of learning an L3 and of identity. This

perspective was materialized by the elaboration of the linguistic instrument in

Romanian. In order to design this instrument, the team members conducted scientific

research activities and they consulted school syllabuses and manuals for Romanian

Language and Literature. The results for this stage were attained despite the fact that

we had little time available.

The instrument written in Romanian for students aged 14 and 16 was elaborated in

conformity with the school syllabuses for Romanian Language and Literature drafted

by the Ministry of Education, Research, and Innovation in Romania and with the

manuals of Romanian Language and Literature published by various publishing

houses in Romania. Therefore, we elaborated exercises of morphosyntax and

vocabulary requesting the students to complete sentences using the correct

grammatical and semantic forms of words. Concerning morphology, exercises were

designed with parts of speech and grammatical categories involving the verb (tense,

person, number, personal and impersonal moods), the noun (gender, number, definite

and indefinite article, noun cases) and personal pronoun (person, number, gender,

accented and unaccented forms). We did not go beyond the verbal and nominal

inflexion because students face learning difficulties concerning these grammatical

forms, an aspect demonstrated in previous studies (Chireac, Serrat & Huguet, 2011,

Chireac, 2012). At syntactic level, exercises were elaborated concerning the syntactic

relations in the clause and in the sentence, while at lexical level we focused on the

internal and external means of enriching vocabulary by derivation (base word/ root,

suffixes, and prefixes), composition, as well as synonyms, antonyms, homonyms,

paronyms, neologisms and lexical-semantic fields. In the final part of the written test,

we elaborated two utterances for students to select and draft, at their own choice, an

argumentative text on topics of interest for them, where they have the possibility of

motivating their preferences and their opinions.

The oral instrument chosen by the team members focuses on the correct and adequate

use of the Romanian language in the production of spoken messages in situations of

monologue and dialogue communication, starting from the story Frog, where are you

(Mayer, 1969), used in numerous linguistic researches. Students have to deliver a

spoken production by presenting a narrative and descriptive text based on the

formulation of ideas starting from given images.

At the same time, in this short period, the team members also conducted other

activities, such as visiting the “Dimitrie Cantemir” Theoretical High school in Iaşi,

on 18.11.2015, where meetings were held with the principal, Prof. Anca Dimitriu,

PhD, and the methodist Spanish teacher Beatrice Balaur. Moreover, on 23.11.2015,

the team members paid a visit to the “Emil Racoviţă” Theoretical High school in

Vaslui, where discussions took place with the principal, Prof. Daniel Hulubei, and

with the Spanish teacher Gabriela Tofan. Following these meetings, organized in

order to announce our intention of conducting the research at the aforementioned

high schools, the principals and teaching staff showed extremely open to the

proposal, thus willing to collaborate with the members of our team. Collaboration

forms were signed and collaboration protocols were to be drafted shortly between

high schools and the university.

In the period October ‒ December 2015, the team members completed activities

meant to increase the visibility of the team and of the project research in the national

and international academia, by participating to international conferences and by

having publications in print in academic journals or collective volumes, to be

published at prestigious international publishing houses.

Hence, the team members presented abstracts, papers:

Chireac, S.M. & Tiţei, Alina, accepted abstract for Multilingual identities in a

globalised world, 7th Lumen International Scientific Conference Multidimensional

Education & Professional Development. Ethical Values, Târgovişte, 12-14 November

2015.

Tiţei, Alina, The Birth of an Identity Landmark: Some Theoretical Notes on Hispanic

American Modernism, International Conference “Literature, Discourse and

Multicultural Dialogue”, Târgu-Mureş, organized by the ALPHA Institute for

Multicultural Studies, “Petru Maior” University in Târgu-Mureş and the “Gheorghe

Şincai” Institute of Socio-Human Research in Târgu-Mureş, third edition,, 3-4

December 2015, and the paper in extenso will be included in the conference volume,

to be published in 2016 and to be sent for indexing in Thomson Reuters Web of

Knowledge (ISI Proceedings).

The publications of the team members include the following papers and volumes:

Chireac, S.M. (ed.) in preparation. Estudios cualitativos sobre el

bilinguismo.

Prescod, P. (ed.) in preparation. Distribution, interprétation et fonction du nom sans

déterminant : perspectives pluridisciplinaires. Gramm-R. Berne: Peter Lang.

Tiţei, A. (2015). Dilemas de semántica.1000 ejercicios de selección múltiple, Editura

Vasiliana '98, Iaşi, ISBN 978-973-116-400-7,

165 p.

In the period January 2016 – December 2016, the research team that implements the

project Linguistic skills in L3 and multicultural identity – linguistic integration

variables of Romanian students in immigration contexts attained the objectives

outlined in the research plan, concerning the elaboration and establishment of the

theoretical framework for the concept of learning an L3, for various cross-linguistic

influence manners among trilingual speakers and for the concept of linguistic identity

among multilingual students. Another attained objective concerned the analysis of

competence in L3 and the cross-linguistic influence upon the mosphosyntactic and

lexical system of Romanian students in Iaşi and in the County of Vaslui (Romania)

and of Romanian immigrant students in Catalonia (Spain), as well as the evaluation

of students’ aptitudes for languages. At the same time, the last objective of the project

was attained, (referring to the analysis of the relationship between the linguistic skills

in L3 and motivation, attitudes, and sociolinguistic category). Therefore, the team

members, according to the project plan, conducted the following activities:

The elaboration of linguistic instruments in Spanish and Catalan for the

Catalan and the Romanian context, and the adaptation of the sociolinguistic

questionnaire to the two cultural contexts;

The contact with the schools in Vaslui, the choice of the sample in schools,

data collection and analysis, interpretation of the results;

The contact with the schools in Catalonia, the choice of the sample in schools,

data collection and analysis, interpretation of the results;

Analysis and interpretation of the results.

In the following lines, we will detail the activities conducted this year by the team

members and the results obtained after attaining the objectives proposed for the year

2016.

In the period 5 – 17 January 2016, the project manager went to University Jaume I in

Castellón (Spain) for a research and documentation internship by consulting the

scientific bibliography at the university’s library. Books, book chapters, volumes and

papers published in prestigious publishing houses and journals in the world – edited

in Spanish and English – were consulted. A considerable part of linguistic works, the

morphological and lexical influence from one language into another, motivation,

attitudes, are all found in this library, with an extremely generous book fund. It was

possible to consult the latest publications, as well as linguistics dictionaries, treatises

and encyclopaedias. They helped us understand the linguistic phenomenon of

influence, transfer and linguistic interference, namely the factors that influence

linguistic transfer. We refer to the stay in another country, to the level of linguistic

skill, the number and order of languages learnt by students, etc, the contact between

Romance languages, the acquisition of two Romance languages simultaneously in

case of students of other nationalities schooled in Spain, and of students within the

Romanian school system. Our research is also based on the fundamental principles of

our study, theories that were consulted and analyzed thoroughly, namely the

Chomsky model of learning language and the principles of universal grammar,

Krashen’s natural method, the contrastive analysis hypothesis, the concept of inter-

language, the analysis of language mistakes, and their classification according to the

model proposed by the Spanish author Vásquez (1999) in the book ¿Errores? Sin

falta, Madrid: Edelsa.

During the research internship at University Jaume I, I encountered teachers of the

Faculty of Letters who guided me to choose a proper bibliography for our study. At

the same time, I had the occasion to get familiar with the activities of the members of

Multilingual Education Unit (MEU). I also had the chance to consult the latest

publications of researchers, related to the promotion of multilingualism in the Catalan

context and to have great insight into their studies in the field of learning and

teaching foreign languages, attitudes and motivation for the languages that students

approach. Because of my direct contact with the teachers and researchers at

University of Castellón, I managed to know very well the situation of Romanians

settled in the areas of Castellón de la Plana. In this region, there are 42,458 Romanian

citizens registered, according to the data provided by the Spanish National Institute of

Statistics in 2016. This allowed me to analyze another context with a high percentage

of Romanian immigrants, where they speak Catalan and Spanish. I found it very

interesting to learn the situation of children schooled in this regions; many of them

settled there, alongside their families, mostly starting with Romania’s EU accession

in 2007. These Romanian students, like many others in Catalonia and throughout

Spain, became estranged from the Romanian education system and they chose

another system, where they are forced to learn two foreign languages: Spanish and

Catalan. It is worth underscoring that many Romanian students find it very difficult

to learn two Romance languages considering that they were not familiar with any of

them. The context within the Castellón province and the situation of Romanians who

live there made us understand the linguistic problems of these students schooled

within a very different system from the Romanian one. During 2016, we contacted

teachers in Castellón who teach Romanian language and culture through the program

funded by the Ministry of National Education and Scientific Research in Romania.

The project team thought it would be better to apply tests in 2017 to students of

schools in this province, too, in order to broaden our sample and to be able to analyze

our results in another context, too, where students study Catalan in contact with

Spanish.

In order to attain the objective related to the elaboration of linguistic instruments in

Spanish and Catalan for the Catalan and the Romanian context, as well as to the

adaptation of the sociolinguistic questionnaire to the two cultural contexts, the team

members designed the two written linguistic instruments for students aged between

14 and 16. They were designed in conformity with the Spanish and Catalan language

and literature school syllabuses drafted by the Ministry of Education, Research, and

Innovation in Romania and Spain, respectively, and with the Spanish and Catalan

language and literature manuals published by various publishing houses in Romania

and Spain. More precisely, we have analyzed the Spanish language manuals in

Romania published by Logos and penned by Camelia Rădulescu and Flavia

Angelescu-Sima, Limba spaniolă. Manual pentru clasa a IV-a, limba a treia and

Limba spaniolă. Manual pentru clasa a X-a, limba a treia [Spanish Language.

Manual for the 4th

Grade, Third Language and Spanish Language. Manual for the

10th

Grade, Third Language]. At the same time, we consulted the Spanish language

manuals published in Spain by Bruño and Barcanova, and the Catalan language

manuals published by Castellnou and Text-La Galera. The tests in Spanish and

Catalan were elaborated in conformity with the Spanish Language and Literature

school syllabuses in Romania and in Spain, and with those of Catalan Language and

Literature drafted by the Catalan Government. We mention that these are linguistic

tests parallel with the previously elaborated Romanian language test. The instruments

in Spanish and Catalan concern aspects related to morphology, syntax and

vocabulary. The format of exercises is similar to the one of exercises in Romanian.

As for morphology, we have elaborated exercises that assess students’ knowledge of

the morphological category of the verb (including verbal periphrases and the forms of

the Catalan impersonal verb haver-hi, which does not exist as such in Spanish or

Romanian). In addition, exercises were elaborated for common nouns (gender,

number, definite article, cases) and proper nouns used in Catalan with the definite

article, which does not occur in Spanish or Romanian. We also included the category

of pronouns, especially of pronoms febles in Catalan, with different forms from

Spanish and Romanian (em, m’, ho, li, els, ls’, en, n’, -ne, ‘n, etc). These forms are

hard to learn and acquire by Romanian students because they do not exist in their

mother tongue or in Spanish. At syntactic level, we elaborated exercises analyzing

the syntactic relations in a clause and in a sentence. Concerning the vocabulary,

exercises take into account the vocabulary acquired by students, comprising items

related to derivation using suffixes and prefixes, parasynthesis, polysemy, synonymy,

antonymy. In the final part of the test, we elaborated two utterances for the students

to select and draft – upon their own choice – an argumentative text on topics of

interest for them, where they can motivate their preferences and opinions.

The sociolinguistic questionnaire was designed taking into account the characteristics

of the two contexts and it is based on the questionnaire within the research conducted

by Ardeo (2014), used in various studies on the bilingual population in Spain.

Starting from this questionnaire, we elaborated a final version that comprises two

parts: the first part includes data about the students, their families, the extent to which

they know the languages, etc; the second part has 52 items that contain information

on languages, linguistic attitudes, identity and culture. We used the 5-point Likert

scale from 1-5 and a set of sentences (questions) that represent favourable or

unfavourable statements; subjects must specify their level of agreement or

disagreement with the statements in the questionnaire. The use of Likert scale

enabled us to calculate averages and standard deviations, in order to make

comparisons on groups of subjects.

After elaborating all research instruments, we began the fieldwork in schools.

Beforehand, even from the beginning of the year, we contacted again the Spanish

principals and teachers at the “Dimitrie Cantemir” Theoretical High school in Iaşi

and at the “Emil Racoviţă” Theoretical High school in Vaslui. The purpose was to

sign the collaboration protocols between the high schools and “Alexandru Ioan Cuza”

University and to establish the concrete data for applying the tests in schools. Hence,

in the period 18-20 January, we went to the “Emil Racoviţă” Theoretical High school

in Vaslui and we applied the written and oral Romanian language test, along with the

linguistic questionnaire, to 127 students who study Spanish as the third language. We

benefited from the support and collaboration of all teaching staff members in the high

school, including the principal Daniel Hulubei and the Spanish teacher Gabriela

Tofan, who helped us finalize the first stage of the project. We went to the school

both in the morning and in the afternoon, because they learn in two shifts. Thus, we

managed to apply all written and oral tests and to interview the students who had

come back from Spain for good or whose parents were in Spain and who lived with

their grandparents or alone. We were particularly interested in the first group of

students because we wanted to know the reasons for their return, the difference

between the two educational systems, the perception of the teachers and students in

Spain of their image as Romanians. It is worth highlighting here the total implication

of the Spanish teacher, who made the effort of drafting beforehand a table including

all participants to the study and their average grades in Spanish, as well as students

formerly schooled in Spain or whose parents work in Spain. We had access to all of

this carefully drafted information by the teacher. Considering that the first part of the

research at the “Emil Racoviţă” Theoretical High-school in Vaslui unfolded very

well, we decided to pay another visit to the high school in the period 29-31 March, in

order to apply the Spanish written and oral test to the same number of students.

Subsequently, in the month of April, we visited the “Dimitrie Cantemir” Theoretical

High school in Iaşi, where we applied the same tests to 27 students. Considering that

we needed more participants to complete our sample of students, we contacted the

Spanish teacher Diana Huiban at the “Marcel Guguianu” Technical High school in

Zorleni (Vaslui), to apply the same tests to 48 students. We concluded a collaboration

protocol, and the principal agreed to partake in this project alongside the students. It

must be mentioned that this high school has numerous international collaborations

with other education establishments in France, Turkey and Great Britain. Hence, this

is a highly active high school; it is involved in various learning and teaching

activities at international level. We collaborated with students and teachers in this

high school, and the research unfolded very well. There, too, we found students who

had returned definitively from Spain.

At the same time, we contacted two schools in Barcelona (Spain), namely “Ausias

March” and “Pompeu Fabra”, which we visited in the period 7-10 November in order

to apply the tests to the Romanian students schooled there. Moreover, we wish to

mention that we had another group of 15 Romanian students for the tests, which we

considered a control group, (from the province of Guadalajara, IES Luis de Lucena

School). We established contact with said school through one of our former

university students, Alina Ilaşcu, who lives in Guadalajara. She found this

collaboration with the school principal, Alicia Mateo, whom we contacted

subsequently. The teaching board at the IES Luis de Lucena School was delighted to

collaborate with us for this project. We signed the collaboration protocol between the

school and the university and we began the research. Hence, upon receiving our

instructions for applying the tests, our former student went to this school along with

teacher Enrique Burgos and they applied all the tests to Romanian students. After

completing them, she sent us the transcriptions and the tests by mail.

After finishing the research both in Romania and in Spain, we started revising the

written tests in the three languages and transcribing the linguistic oral interviews of

the story Frog, where are you (Mayer, 1969), used in numerous linguistic researches

(Berman & Slobin, 1994, Kellerman, 2001, Rossiter, Derwing & Jones, 2008,

Sanchez & Jarvis, 2008). Students delivered a spoken production by presenting a

narrative and descriptive text, based on formulating ideas from given images.

Students explained the narrative using various verb tenses. The images of the story

have an important role, because they describe a sequence of actions; hence, they were

very useful to the students, because they established a framework of reference in

discourse interpretation in both the mother tongue and Spanish. The description of

the story through images was a useful instrument for collecting the research material.

The topics were adapted to the level of the students; they were interesting, reason for

which participants felt at ease to reflect and to communicate freely.

We analyzed and transcribed the contents of each interview using the CHAT (Codes

for the Human Analysis of Transcripts) system, pertaining to the program CHILDES

Project (MacWhinney and Snow, 2000). We highlighted the narrative structural

order, the proportion of speech parts, the lexical accuracy and the conversion of

words, the repetition and incomplete information that prevented the comprehension

of the story. We encoded each transcription and we used codification lines and

symbols. At the same time, we introduced the questionnaire data in SPSS 19 and we

made comparisons between groups using the Kruskal-Wallis statistical software. The

preliminary results of the study in the two contexts were transmitted to the schools

that participated in the research.

Throughout this year, one of the team members, namely the doctoral candidate Eva

Lordán (who follows doctoral studied at the University of Barcelona, the Department

of Cognition, Development and Education Psychology, under the supervision of

professors Isabel Solé and Francesc Salvador) had to leave the project because of

very serious health problems. Following this decision, we decided to include in this

project another exceptional student in our university, namely Lavinia Ienceanu (first-

year doctoral student) who was very interested in the project from the beginning and

who showed her intention of collaborating actively in the research.

In the period 17-23 October, the project manager held an 8-hour course for students

within the Master of Spanish Language, Culture and civilization at the Faculty of

Letters within “Alexandru Ioan Cuza” University Iaşi. The course was titled

Linguistic skills in L3, identity and linguistic attitudes, and its purpose was to outline

the latest results in the field related to the topic of the project. The course included

the objectives of the project, the scientific literature in multilingual education; the

design of the tests in the three Romance languages and of the questionnaire regarding

the analysis of linguistic attitudes was explained. Students had the chance to see

samples of works by students in the two contexts; comments were made related to

aspects such as morphology, syntax and vocabulary. There was also an analysis of

the items within the questionnaire regarding students’ attitudes towards Romania and

Spain, as well as towards their mother tongue and the foreign languages they study.

In terms of theory, university students received information related to the

maintenance and loss of a language in contact with other languages, to the learning of

a third language, to the incomplete acquisition of the mother tongue in an

immigration context. The meetings included activities of role-playing, brainstorming

and other teaching techniques. In their turn, the teams of Master students conducted a

mini-research on students from other faculties. They elaborated a questionnaire

related to multilingualism, to the acquisition of foreign languages, to the advantages

of being bilingual or multilingual in our global society. After elaborating the

questionnaire, the students – organized on teams – had one hour to search students in

other faculties and to interview them. They collected the data and then they returned

to class. They analyzed and commented upon the data collected by their colleagues.

The Master students had the chance to see for the first time how a research should

unfold, the aspects to consider when working as a team and the ways of attaining the

objectives proposed for each stage. The students were eager to know how to collect

data properly, how to interpret them qualitatively, and they realized the importance of

scientific theory insight in order to analyze the results of a research. They tried to

analyze the linguistic tests and to explain in their own words, in Spanish, the possible

results of the research. At the end of the course, the students received certificates of

participation.

In the period January ‒ December 2016, the team members completed activities

meant to increase the visibility of the team and of the research conducted within the

project, in the national and international academia, by participating to international

conferences and through publications comprising the preliminary data of our

research, which were published in academic journals or collective volumes.

Hence, the team members presented the following publications and papers:

Papers and reviews published in extenso in scientific journals

Chireac, S. & Ţiţei, A. (2016): Identidad, actitudes lingüísticas y motivación: un reto

a la educación intercultural, Studii de Ştiinţă şi Cultură, vol. XII, nr. 2 (45), “Vasile

Goldiş” University Press, Arad, ISSN (print): 1841-1401, ISSN (online): 2067-5135,

pp. 189-198. (http://www.revista-studii-uvvg.ro/, indexată CNCS ‒ categoria B;

indexată BDI ‒ CEEOL, www.ceeol.com; EBSCO

Publishing, www.ebscohost.com; Index Copernicus International,

www.indexcopernicus.com; DOAJ-Directory of Open Access Journals,

www.doaj.org; Scipio);

Chireac, S. & Ţiţei, A. (2016): The Role of Romanian Students’ Attitudes Towards

the Internet in the Age of Globalization, Journal of Romanian Literary Studies, nr. 9,

Editura Arhipelag XXI, Târgu-Mureş, E-ISSN: 2248-3004, pp. 527-531.

(http://www.upm.ro/jrls/, indexată BDI ‒ CEEOL, www.ceeol.com; Global Impact

Factor, http://globalimpactfactor.com/);

Ienceanu, L. (2016). Identidad, alteridad y moralidad en la novela española e

hispanoamericana de los siglos XIX y XX. In Language, Culture and Change, VII.

Education, Research and Development in The Globalised World, Luminiţa Andrei

Cocârţă et al. (ed.), Editura Universităţii “Alexandru Ioan Cuza", Iaşi, pp. 68-78,

ISBN 978-973-703-604-9;

Ienceanu, L. (2016). Confesiune, fuziune şi difuziune. Traducerea poeziilor

eminesciene în limba spaniolă. In Studii eminescologice 18, Viorica S.

Constantinescu et al. (ed.), Clusium, Cluj-Napoca, pp. 123-156, ISSN 1454-9115;

Ienceanu, L. (2016). Universal literature review: “Ecoul urletului colectiv în Los

perros románticos de Roberto Bolaño” in the cultural attitude journal (cultural project

awarded the Trophy “People of the Time” 2015 – LITERATURE section and

laureate of 2008-15, first prize (2016) at the national phase of the Competition of

School and Journalistic Journals) Iaşi, nr. 16, May 2016, pp. 36-38, ISSN 2065-7749,

https://alecart.ro/wp-content/uploads/revista/alecart16-

web.pdf?mhQ_redactia=alecart;

Lordán, E. (2016). La lectura, hoy. ¿Llave de acceso al mundo o vehículo para

movernos por él y transformarlo? Harvard Deusto – Learning & Pedagogics, 5, 18-

23

Prescod, P. (2016). On routes and roots: Movement and rootedness in Garifuna

culture.

Mobile and entangled Americas. Collection InterAmerican Research: Contact,

Communication, Conflict. Maryemma Graham & Wilfried Raussert (eds), London &

N.Y., Routledge, pp. 13-23. https://books.google.com/books?isbn=147247192X;

Prescod, P. (2016). Review of Miriam Meyerhofff & James A. Walker. Bequia talk.

2013, 136 pages. London (UK) & Colombo (Sri Lanka): Battlebridge Publications.

Journal of Pidgin and Creole Languages 13.2, pp. 444-447.

https://benjamins.com/#catalog/journals/jpcl.31.2.11pre/details;

Prescod, P. (2016). Review of Tupas, R. (ed.) Unequal Englishes. The Politics of

Englishes Today. Palgrave Macmillan UK 2015. LinguistList on line.

http://linguistlist.org/issues/27/27-2435.html;

Ţiţei, A. & Chireac, S. (2016): Español con Ñ: A Passport to a Globalized World,

Journal of Romanian Literary Studies, nr. 8, Editura Arhipelag XXI, Târgu-Mureş,

E- ISSN: 2248-3004, pp. 773-784. (http://www.upm.ro/jrls/, IDB indexed ‒ CEEOL,

www.ceeol.com; Global Impact Factor, http://globalimpactfactor.com.

Papers and reviews to be published

Ienceanu, L. (To be published). El dialecto andaluz: necedad vs. necesidad. In

Language, Culture and Change, VIII, Luminita Andrei Cocârtă et al. (ed.), Editura

Universitatii “Alexandru Ioan Cuza”, Iasi;

Ienceanu, L. (To be published). Don Quijote en el Nuevo Mundo. Las picardías,

candideces y quijotadas de un hidalgo disoluto. In Actas del Coloquio Internacional

con motivo del IV centenario de la publicación de Don Quijote: El retablo de la

libertad. La actualidad del Quijote, Institutul Cultural Cervantes, Bucureşti;

Meyer, C. & Prescod, P. (Eds, To be published). Langues choisies, langues sauvées :

poétiques de la résistance. Würzburg: Königshausen & Neumann;

Prescod, P. (To be published). L’engagement linguistique de l’écrivain antillais dans

un univers créolophone. In: Meyer, Christine & Paula Prescod (eds). Langues

choisies, langues sauvées : poétiques de la résistance. Würzburg: Königshausen &

Neumann;

Prescod, Paula. (To be published, Fall, 2016). Anthurium. A Caribbean Studies

Journal.

Volume 13.2. Restoring dignity to the Caribs of Yurumein. Review of Yurumein –

Homeland. The Caribs of St Vincent. 50 minutes, colour DVD documentary directed

and produced by Andrea E. Leland, 2014;

Prescod, Paula. (To be published). Displaced roots, viable routes, the Garinagu and

the Caribs. The Routledge Companion to InterAmerican Studies. Wilfried Raussert

(ed). U.K.: Routledge.

Prescod, Paula. (To be published). Acts of translanguaging and marooning as forms

of resistance in French Caribbean literature. In: Wiebke Beushausen, Miriam

Brandel, Joseph T. Farquharson, Marius Littschwager, Annika McPherson & Julia

Roth (eds). Practices of resistance: Narratives, politics and aesthetics across the

Caribbean and its diasporas. U.K.: Routledge;

Prescod, Paula. (To be published). All languages are equal but some languages are

more equal than others In: Reckermann, Julia & Quakernack, Stefanie (eds).

Exploring the periphery: Perspectives from applied linguistics, language teaching,

literary and cultural studies. Bielefeld: Aisthesis;

Prescod, Paula. (To be published) La place de l’accent régional dans l’enseignement

du français au non natif. Quelle(s) priorité(s) dans l’enseignement du FLE: français

parlé ou français écrit ? Istanbul Journal of Innovation in Education. Istanbul:

Institut des Sciences de l’Éducation;

Prescod, Paula. (To be published) Review of Puzey, Guy & Laura Kostanski (eds)

Names and Naming: People, Places, Perceptions and Power. Bristol et al.:

Multilingual Matters 2016. LinguistList on line.

Papers under peer review

Prescod, P. (under peer review). Des approches plurielles du nom sans déterminant:

Distributions, interprétations, fonctions. Collection GrammR. Peter Lang;

Prescod, P. (under peer review). Le pouvoir brut du nom sans déterminant en créole

vincentien. In: Paula Prescod (ed.), Des approches plurielles du nom sans

déterminant : Distributions, interprétations, fonctions. Collection GrammR. Peter

Lang;

Prescod, P. (under peer review). Licensing negation and negative concord in Atlantic

Creoles: The case of Vincentian. In: Viviane Déprez & Fabiola Henri (eds). Negation

and negative dependencies in creole languages. CLL, Amsterdam, John Benjamins;

Ţiţei, A. (under peer review): El tirano esperpéntico y la estética modernista, in:

Colindancias. Revista de la Red Regional de Hispanistas de Europa Central

(http://colindancias.uvt.ro/index.php/colindancias, indexed IDB TEI Catálogo de

Latindex Sistema Regional de Información en Línea para Revistas Científicas de

América Latina, el Caribe, España y Portugal, http://www.latindex.org/; CEEOL,

www.ceeol.com; The Bibliography of Modern Language Association

(MLA), www.mla.org; DIALNET,

http://dialnet.unirioja.es/buscar/revistas?querysDismax.REVISTA_TODO=Colind

ancias) nr. 7, Editura Universităţii de Vest, Timişoara, 2016, ISSN: 2067-9092 /

2393-056X.

Participations in national and international scientific events

Ienceanu, L. Versiuni, perversiuni si subversiuni quijotesti în romanul columbian al

secolului XX, within the Colluquium Cervantes-Shakespeare. Dialog în posteritate

organized by the “Garabet Ibrăileanu” Romanian Literature Department, of the

Faculty of Letters within “Alexandru Ioan Cuza” University in Iasi, 22 April 2016;

Ienceanu, L. El dialecto andaluz: necedad vs. Necesidad, the 9th

edition of the

International Conference LSP UNIT, Intercultural communication: global challenges,

practices and forms of expression organized by FEEA, “Alexandru Ioan Cuza”

University in Iasi, 13-14 May 2016;

Ienceanu, L. Stil, valoare si interferență. Valori cultural-lingvistice ale elevilor

români hispanofoni în context de imigratie, within the National Symposium with

international participation Valorile Educaţiei – educaţia valorilor din Antichitate

până azi. Abordări teoretice, soluţii practice organized by The Faculty of Letters of

“Alexandru Ioan Cuza” University in Iasi, 28 October 2016;

Ienceanu, L. Intente usar otras palabras. Lexicogenia, neogénesis, transgénesis y

palingenesia estilístico-poética, Congreso internacional sobre la ficción mutante.

Alerta mutante: anomalía viral en los genes de la ficción. University of Bucharest,

24-26 November;

Prescod, P. The role of Creole in French Caribbean literature, International

Conference ‒ 3rd

International Conference on Dialect and Literature, University of

Sheffield, UK, 14-15 July 2016;

Prescod, Paula, Le niveau de l’engagement de l’auteur antillais dans la construction

du personnage créolophone, International Colloquium Langues choisies, langues

sauvées : Poétiques de la résistance, CERCLL, Université de Picardie, 26-28 May

2016;

Ţiţei, A. & Chireac, S., Scientific Conference Globalization, Intercultural Dialogue

and National Identity organized by the ALPHA Institute for Multicultural Studies,

“Petru Maior” University in Târgu-Mureş and the “Gheorghe Şincai” Institute of

Socio-Human Research in Târgu-Mureş, third edition, 19-20 May 2016,

http://www.upm.ro/evenimente/

Papers published in extenso in conference volumes

Ţiţei, A. & Chireac, S. (2016): Mimicry, Syncretism, Traditionalism. What Do the

Romanian Teenage Students Think About Halloween, Valentine’s Day or Black

Friday? In Globalization and National Identity. Studies on the Strategies of

Intercultural Dialogue (editor: Iulian Boldea), vol. 3, Section History and Cultural

Mentalities, ISI Proceedings Paper, Editura Arhipelag XXI, Târgu-Mureş, ISBN:

978-606-8624-03-7, pp. 331-344. (volume under ISI review ‒ Web of Knowledge).

Keynote speakers at conferences

Prescod, Paula. La place de l’accent régional dans l’enseignement du français au non

natif. Conférence internationale de l’enseignement du français parlé. 10-11 May

2016, University of Istanbul;

Prescod, Paula. Intercomprehension: From English to English-based creoles.

Invitation from the Chair of the Fakultät für Linguistik und Literaturwissenschaft,

Universität Bielefeld, Germany, 2 June 2016.

Concerning the last stage of the project, January 2017 ‒ September 2017, we will

attain the following objectives:

highlighting the main guidelines obtained from the results analyzed, to be

used in order to promote and improve school performances in the two

contexts throughout the academic years. In order to complete this objective,

we will elaborate didactic materials to be used by teaching personnel in the

two contexts;

using the results obtained by publishing them; the purpose is to outline the

characteristics of the two educational contexts; such data may lead to an

improvement in students’ school performances;

increasing the international visibility of the project by organizing an

international colloquium.

In conformity with the aforementioned aspects, we believe to have attained the

managerial and scientific objectives of the project for the period October 2015 –

December 2016, as they were outlined in the project plan. We will also attain the

objectives proposed for the last stage of the research, corresponding to the year 2017.

For conformity,

Signed by,

Project Manager Chireac Silvia Maria